State Standards: RI Middle School GSEs Earth and Space Science
ESS2: The earth is part of a solar system, made up of distinctive parts that have temporal and spatial interrelationships.
ESS2.8- Systems and Energy/ Patterns of Change:
Explain temporal or positional relationships between or among the Earth, sun, moon (e.g. night/day, seasons, year, tides) or how gravitational force affects objects in the solar system (e.g. moons, tides, orbits, satellites).
Students demonstrate an understanding of temporal or positional relationships between or among the Earth, sun, and moon by:
a) Using models to describe the relative motion/ position of the Earth, sun and moon.
b) Using a model of the Earth, sun and moon to recreate the phases of the moon.
Standard 4: Scientific Connections and Applications: The student produces evidence that demonstrates understanding of:
S4e: Impact of science, such as historical and contemporary contributions; and interactions between science and society.
National Standards:
Teachers of science plan an inquiry-based science program for their students.
Teachers of science guide and facilitate learning.
Teachers of science engage in ongoing assessment of their teaching and of student learning.
Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for
learning science.
Context for the Lesson:
Review for the quiz. This encompasses reviewing material such as:
Duration of time of a lunar month and a solar year.
How many full moons are there in a normal year. (What is a blue moon?)
Be able to draw and label the eight moon phases and be able to draw a model including the eight phases and their positions around the earth with respect to the sun.
The difference between a new and full moon.
Understand why we only see one side of the moon.
Review will last for about 10 minutes. The class will have about 35-40 minutes to complete the quiz, and when finished will be able to read silently.
Opportunities to Learn:
Questions on the quiz will contain all three levels of depth of knowledge questions. Vocabulary, general historical facts, and proper names will consist of level 1 questions. Level 2 questions will consist of questions requiring the student to connect relationships and answer questions that begin with "Why...". Level 3 questions will consist of the student utilizing critical thinking strategies to develop a correct response. These types of questions will be sparse, but will encompass the theme and purpose of the entire week's learning agendas. A level 3 depth of knowledge question would compose of asking the students to draw a labeled model of the moon's phases around the earth with respect to the sun. Student should place a folder between their neighbor, and the classroom should be completely quiet.
Objectives:
Understand the origins, and diagram the phases of the moon.
Understand the time period associated with the lunar cycle, and how it relates to the sun and earth.
This quiz will be a minor summative assessment that will indicate just how proficient the students are with the information. It will give me an indication for a need to speed up instruction, or slow down the pace. The quiz will be out of 50 points and each question will have specific instructions and a point value assigned to each question. I will try to implement visual, spatial, and obviously linguistic modes of test questions to create a quiz that is easy to follow and will represent the material that the students were used to seeing in class. This quiz will also serve as a formative assessment that I can use to gauge how far the class has improved and utilized knowledge from the previous week's lessons and incorporated it into this week's lessons. It will give me an indication as to what the class will need help on for the upcoming test. Since there is a test tomorrow, I do not want to stress the students. The quiz is more for my use than for the students because I want to be able to gauge their knowledge before administering a test.
Opening (10-15% of lesson):
The class will begin with a few demonstrations regarding the positions of the sun, earth and moon when a lunar and solar eclipse occurs. I will ask the question, "Does anyone know what a solar/ lunar eclipse is?" "Has anyone seen one?" "Tell me what happens." "Why is a solar eclipse more rare of an event than a lunar eclipse?" "Why don't eclipses happen more often..like once a month?" For this portion of the class, I am attempting to get the students to incorporate their previous knowledge and apply it to a new concept. I want them to use their knowledge and investigate and discover a reason from their own conclusions/ deductions.
Engagement (60-70% of lesson):
Once the class has viewed the last portion of the video, I will ask them if they have any questions, and if the video helped them to understand the information better. Then we will begin a review for the quiz, which will begin with questions by myself. These questions will in some way be reflected on the quiz in some way. It is up to the student to be able to recognize the information and transform its meaning into the right context of the quiz questions. When I feel that the students are capable and confident, I will then administer the quiz. Rules of the classroom during a quiz/ test include: no talking, place folders between you and your neighbor, look at your own paper, if you have a question raise your hand, when you are finished read silently. These rules will be reminded to the entire classroom. Proctoring this portion of the class entails:
observing the class
make sure that the rules are being followed
be available for questioning
answer a question with another question
let the class know how much time remains
Closure (20-25% of lesson):
Hopefully the entire class finishes their quiz before the class is over. While giving time warnings all period, with five minutes left I will tell the remaining students to finish what they are working on and hand in their quiz. If the entire class finishes ahead of time, I will then go over the quiz and ask the questions to the students. I will know soon enough which questions deserve to be thrown out, or were too easy. I will get a preliminary idea on how the class performed. I will plan on returning the corrected quizzes by the next lesson on Friday, or on Monday.
Assessment:
This is a minor summative assessment that I have from the students that will give me a good indication as to how well they understand the information and how well I am teaching it to them. This assessment will provide me with an opportunity to gauge what and how much information the students understand, and what types of critical thinking questions I can ask them on the test. I will be able to examine the responses from the critical thinking / depth of knowledge level 3 questions, and determine if the students understand major topics or themes associated with how all of the following connect and inter-relate:
Grade/Content Area:
Grade 6 Physical ScienceTitle:
Measuring time/ Review/ QuizGLEs/GSEs:
State Standards: RI Middle School GSEs Earth and Space Science
ESS2: The earth is part of a solar system, made up of distinctive parts that have temporal and spatial interrelationships.ESS2.8- Systems and Energy/ Patterns of Change:
Explain temporal or positional relationships between or among the Earth, sun, moon (e.g. night/day, seasons, year, tides) or how gravitational force affects objects in the solar system (e.g. moons, tides, orbits, satellites).
Students demonstrate an understanding of temporal or positional relationships between or among the Earth, sun, and moon by:
a) Using models to describe the relative motion/ position of the Earth, sun and moon.
b) Using a model of the Earth, sun and moon to recreate the phases of the moon.
Standard 4: Scientific Connections and Applications: The student produces evidence that demonstrates understanding of:
S4e: Impact of science, such as historical and contemporary contributions; and interactions between science and society.
National Standards:
Context for the Lesson:
Review for the quiz. This encompasses reviewing material such as:
- Duration of time of a lunar month and a solar year.
- How many full moons are there in a normal year. (What is a blue moon?)
- Be able to draw and label the eight moon phases and be able to draw a model including the eight phases and their positions around the earth with respect to the sun.
- The difference between a new and full moon.
- Understand why we only see one side of the moon.
Review will last for about 10 minutes. The class will have about 35-40 minutes to complete the quiz, and when finished will be able to read silently.Opportunities to Learn:
Questions on the quiz will contain all three levels of depth of knowledge questions. Vocabulary, general historical facts, and proper names will consist of level 1 questions. Level 2 questions will consist of questions requiring the student to connect relationships and answer questions that begin with "Why...". Level 3 questions will consist of the student utilizing critical thinking strategies to develop a correct response. These types of questions will be sparse, but will encompass the theme and purpose of the entire week's learning agendas. A level 3 depth of knowledge question would compose of asking the students to draw a labeled model of the moon's phases around the earth with respect to the sun. Student should place a folder between their neighbor, and the classroom should be completely quiet.Objectives:
This quiz will be a minor summative assessment that will indicate just how proficient the students are with the information. It will give me an indication for a need to speed up instruction, or slow down the pace. The quiz will be out of 50 points and each question will have specific instructions and a point value assigned to each question. I will try to implement visual, spatial, and obviously linguistic modes of test questions to create a quiz that is easy to follow and will represent the material that the students were used to seeing in class. This quiz will also serve as a formative assessment that I can use to gauge how far the class has improved and utilized knowledge from the previous week's lessons and incorporated it into this week's lessons. It will give me an indication as to what the class will need help on for the upcoming test. Since there is a test tomorrow, I do not want to stress the students. The quiz is more for my use than for the students because I want to be able to gauge their knowledge before administering a test.
Opening (10-15% of lesson):
The class will begin with a few demonstrations regarding the positions of the sun, earth and moon when a lunar and solar eclipse occurs. I will ask the question, "Does anyone know what a solar/ lunar eclipse is?" "Has anyone seen one?" "Tell me what happens." "Why is a solar eclipse more rare of an event than a lunar eclipse?" "Why don't eclipses happen more often..like once a month?" For this portion of the class, I am attempting to get the students to incorporate their previous knowledge and apply it to a new concept. I want them to use their knowledge and investigate and discover a reason from their own conclusions/ deductions.Engagement (60-70% of lesson):
Once the class has viewed the last portion of the video, I will ask them if they have any questions, and if the video helped them to understand the information better. Then we will begin a review for the quiz, which will begin with questions by myself. These questions will in some way be reflected on the quiz in some way. It is up to the student to be able to recognize the information and transform its meaning into the right context of the quiz questions. When I feel that the students are capable and confident, I will then administer the quiz. Rules of the classroom during a quiz/ test include: no talking, place folders between you and your neighbor, look at your own paper, if you have a question raise your hand, when you are finished read silently. These rules will be reminded to the entire classroom. Proctoring this portion of the class entails:Closure (20-25% of lesson):
Hopefully the entire class finishes their quiz before the class is over. While giving time warnings all period, with five minutes left I will tell the remaining students to finish what they are working on and hand in their quiz. If the entire class finishes ahead of time, I will then go over the quiz and ask the questions to the students. I will know soon enough which questions deserve to be thrown out, or were too easy. I will get a preliminary idea on how the class performed. I will plan on returning the corrected quizzes by the next lesson on Friday, or on Monday.Assessment:
This is a minor summative assessment that I have from the students that will give me a good indication as to how well they understand the information and how well I am teaching it to them. This assessment will provide me with an opportunity to gauge what and how much information the students understand, and what types of critical thinking questions I can ask them on the test. I will be able to examine the responses from the critical thinking / depth of knowledge level 3 questions, and determine if the students understand major topics or themes associated with how all of the following connect and inter-relate: